First Angle Orthographic Projection

After viewing the video clip, please comment on the followings.
1. How are the 2D drawings created in first angle orthographic projection?
2. Discuss about the layout of first angle orthographic projection drawing.
( Do discuss about the alignment and distance of the drawings.)

3D drawings

Ergonomics and Anthropometry Part 2

Ergonomic and Anthropometry are “married” in every product.
How are Ergonomic and Anthropometric data related to each other?

Comment please.

Ergonomics and Anthropometry Part 1

Two different types of setup of a workplace are shown in the video.
1. Compare the two types of setup and state reasons why one of the setup is preferred.
2. What are the area of considerations when designing a conducive and comfortable workplace?
3. State the reasons why these considerations are important.

Work Submission:
1. Submit your answers in personal ADMT blog.
2. Name your post as Ergonomics and Anthropometry Part 1.
3. Copy and Paste your URL in the comment below.

Designing a Classroom Work Desk

Task: Designing a Classroom Work Desk with the following tools:

- Push/Pull
- Move/ Copy
- Tape Measure
- Intersection
- Offset
- Layers
- Scenes + Animation
- Import

Work Submission:
1. Upload the animation of your Work Desk into your personal ADMT Blog.
2. Name the Title of the post as Classroom Work Desk.
3. Copy and paste the URL of your post in the comment below.

Due Date: 16th July 2010

Introduction to SketchUp: Designing a MacBook Pro worktable

In the first lesson on Google SketchUp, please get yourself familiar with the following functions:

• Push/Pull
• Move/Copy
• Layers
• Materials
• Dimensions
• Scenes

You are to design a 'LAPTOP WORKTABLE' for your MacBook/Pro that is dimensionally correct, and is able to satisfy the following design specifications:

1. It should be able to hold your Learning Device, taking into account the cabling for power and the USB connections
2. It should also have space for placing at least 1 regular-sized pencil or pen
3. It should be able to be placed on your study table at your own home OR at the table in school
4. There is a handle that would enable it to be carried around easily
5. Optionally, it should have a space for a mousepad or a mouse.

From EQ's to Challenges: Brainstorming for challenges

After coming out with a list of Essential Questions (EQ's) and ranking them, your next step is to analyse these questions further by brainstorming. For each of the 3 shortlisted EQ's, brainstorm some of the possible challenges/problems that might crop up. The key idea here is to allow you to identify possible areas that you can work towards as part of your work in ADMT later on.

You might want to use Mindnode as your tool of choice.

After you have completed this, please export the file as a graphic file (.PNG image), or convert it to other VISIBLE formats where viable, and upload it to your ADMT personal blog post, with the blog post title: 'Identifying Challenges from EQ's'.

Please place the URL of your blog post in the 'Comments' section of this post.

You are also to visit your classmate's blog post (at least 3) and comment on some of their ideas/challenges/suggestions/mindmaps. Remember that your comment should be useful and constructive.

Selecting your EQ's

Based on the list of EQ's that you have come out with, select and rank the 3 (or more) EQ's that you would like to follow up. Comment and elaborate on these EQ's that you have selected in your personal ADMT blogs, stating reasons and other factors that you would like to highlight that can help you to answer them. Post the URL of these statements in the comments section of this blog post.

The Ageing Challenge: Essential Questions

To begin with Semester 2's work, we would be looking at eliciting some essential questions (EQ's) that would help to scaffold your project further in subsequent lessons. The following are the basic essence of what constitutes an EQ:

A question is essential when it: 

1. causes genuine and relevant inquiry into the big ideas and core content;
2. provokes deep thought, lively discussion, sustained inquiry, and new understanding as well as more questions;
3. requires students to consider alternatives, weigh evidence, support their ideas, and justify their answers;
4. stimulates vital, on-going rethinking of big ideas, assumptions, and prior lessons;
5. sparks meaningful connections with prior learning and personal experiences;
6. naturally recurs, creating opportunities for transfer to other situations and subjects.

[Taken from: http://www.authenticeducation.org/bigideas/article.lasso?artId=53]

By design, the big idea allows for the generation of a wide variety of essential questions that should reflect your interests and the needs of your immediate community. Essential questions identify what is important to know about the big idea and refine and contextualize that idea.

Please follow up with coming out with as many questions first bearing in mind the ideas or information that you already have thought of in the last few weeks, if any.

The Challenge-Based Learning (CBL) Framework

I hope that the diagram of the CBL framework below would give the class an idea on how we are going to move forward in tackling 'The Elderly Challenge' in Semester 2.

Source: http://ictedservices.typepad.com/icted_services/2009/10/challenge-based-learning-professional-learning-module.html

Video on CBL

A short video clip on Challenge-Based Learning (CBL)